TEFLIN Journal - A publication on the teaching and learning of English, Journal Year: 2024, Volume and Issue: 35(1), P. 123 - 142
Published: March 29, 2024
In recent years, numerous studies have been conducted on language teachers’ beliefs about assessment; however, collaborative discussion as a mediational tool has received scant attention. The present study aimed to investigate non-native classroom assessment regarding features of effective assessment, learners by teachers, peers, and themselves, benefits informal vs. formal continuous assessment. Participants the were positioned in two groups novice experienced teachers. Analysis data indicated that teachers each focus group held similar most issues findings also demonstrated participants believed important role for different purposes, utilization both fair mode Furthermore, they should accurately assess what is taught course while focusing all four skills sub-skills. Although had positive attitudes toward teacher self-assessment, not favor peer results this implications education adequate attention be paid due their vital Collaborative discussions can enacted shape reshape teachers' beliefs.
Language: Английский